Academics perceptions of the Assistance Provided by Instructional Designers
Kathryn Lewis, University of Sydney, Australia
EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
There has been a paucity of research exploring the perceptions of academics and the role of Instructional Designers (ID’s). ID’s, as change agents, have traditionally been involved in the nexus between academic content, delivery of content and student learning. The relationship between academics and designers has often been problematic. Consequently this investigation explores the changes in the way academics perceive the role of instructional designers (ID’s). This paper uses similar survey questions to that of Roberts et al. (1994) and Macpherson and Smith (1998). The major findings included: Academic author s who worked in a collaborative team with an ID perceived the experience to be easier and less time consuming than on an individual basis and ID’s should be located within the faculty in order for them to understand the context better. In addition, academics strongly agreed that the role of the ID was to provide guidance in the use of media.
Lewis, K. (2008). Academics perceptions of the Assistance Provided by Instructional Designers. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3453-3465). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)